Stereotypical Option Choices

I am a governor of a local secondary school and on a recent visit I noticed that the majority of students in the 'textiles' class were female and the majority of pupils in the 'resistant materials' class were male. What can I do to encourage the school to challenge gender stereotypes at option choice?

Governor, Secondary School

A good starting point would be to ask how the options are marketed to pupils and their parents in Year 9. Most schools have options booklets (often online) and these explain the courses available to students at GCSE level (and equivalent). It is important that the course content is presented in a neutral way and avoids placing any potentially 'gendered' entry requirements on courses such as 'prior experience of using a sewing machine is highly recommended'. Your school probably holds an Options Information Evening where pupils and their parents can ask more questions about the subjects available, staff can ensure that the language and images they use to promote their subject are inclusive and send a clear message that any pupil may take the subject. Page 20 of the 'Nuts and Bolts' Guide in the resources section of this toolkit has some examples of activities schools can initiate before option choices are made which can result in reducing stereotypical choices by young people and their parents.

Once you have raised the question with the school management team, they may wish to undertake specific activities to address the fact that boys and girls are choosing stereotypical subjects in the Design and Technology options and there are resources available to help them do that.

The Design and Technology Association has lesson plans which link to different career areas and these might be a useful way to encourage pupils to think more broadly about subjects like textiles, graphics, food technology electronics and resistant materials.

Of course, there are wider issues of inclusion which occur when pupils make their option choices. The way that vocational courses (eg BTECs and other work related options offered to schools at colleges) are promoted and explained by the school is important so that everyone is clear that they are a different style of course which suit some individuals better.

Families and others often help young people make their options choices and can be very influential in the process and it might be useful to provide staff with enough information to support pupils who are thinking of taking a 'non-traditional' subject. The school may find it useful to use the tips provided in the 'Explore the Possibilities' leaflet aimed at parents and others working with young people.